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I still think that an expected 2 sublevels progess each year in KS2 is unsustainable (learnt that word when listening to all the comments about teachers' pensions ).
Seriously though, some years might be 2 sublevels but surely not every year.

Expected progress is a level over 2 academic years (1.5 sub-levels a year). So, we expect children to make 2 sub-levels in one of the years and one in another for satisfactory progress. Eg, one sub-level in Year 3 and 2 in Year 4 to make a level's progress from KS1.

I expect every child to make 3 sub-levels progress every year.
I don't need them to feel safe, stay healthy or enjoy school. I don't expect them to make a positive contribution or even come to school. They don't need to do art or science or music; fun is irrelevant.
Everything I do is judged by test scores so who cares about anything else? Unless they make 3 sub-levels (actually, let's call it 4) they have failed and should be castigated. As should any teacher who doesn't make them jump through the hoops.

I expect every child to make 3 sub-levels progress every year.
I don't need them to feel safe, stay healthy or enjoy school. I don't expect them to make a positive contribution or even come to school. They don't need to do art or science or music; fun is irrelevant.
Everything I do is judged by test scores so who cares about anything else? Unless they make 3 sub-levels (actually, let's call it 4) they have failed and should be castigated. As should any teacher who doesn't make them jump through the hoops.

The answer is not to think in terms of sub-levels, but in terms of average points scores (APS). Each sub level is equal to 2 points. Each child in KS1 is expected to make 4 points progress per year, and each child in KS2 3 points. Fine at KS1, because that is equal to 2 sub-levels. However, no child can make 3 points progress, because no child can make 1 1/2 sub-levels. However, averaged out across the class, your children at KS2 can make 3 APS (age-related progress), less than 3 APS (below age-related progress) or more than 3 APS (greater than age-related progress). L1C = 7 points, L1B = 9 points, L1A = 11 points, etc ad infinitum. So if one child moves 2 sub-levels or 4 points, and another just 1 sub-level or 2 points, the average is 3 ( (4+2)/2), and your class is broadly on track.

This may or may not help, but it is what I expect from my staff. The minimum progress for the classes is 4 APS at KS1, and 3 APS at KS2. Anything above that I accept, anything below that and I am on their case, because the children's entitlement is not secure. (And by the way, we are not a leafy suburb school - we are on the 93rd percentile for social disadvantage in Devon, the fourth lowest funded local authority in the country.) It seems to work here; our SATs results at both Key Stages are broadly in line with or above national averages, and it is a lovely, happy school.

In our school in KS2 they are expected to make 2 full levels progress from end of ks1 to end of year 6.
You would think this means that they need to make 6 sublevels however this is not the case.
If a child is in level 2 they need to gt to level 4 so level 2a to 4c is only 4 sublevels.
If a child is in 2c to get to 4c they need to make 6 sublevels.
Children who are a 3 - scraping at end of year 2 are expected to get a level 5.
Thats the info that LEA want from us.

I expect every child to make 3 sub-levels progress every year.
I don't need them to feel safe, stay healthy or enjoy school. I don't expect them to make a positive contribution or even come to school. They don't need to do art or science or music; fun is irrelevant.
Everything I do is judged by test scores so who cares about anything else? Unless they make 3 sub-levels (actually, let's call it 4) they have failed and should be castigated. As should any teacher who doesn't make them jump through the hoops.

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This is my reality. Insane, but true. Sadly. 3 sub levels a year. For every one. In every year. I think the HT's theory is that if you say it, it must happen. Which my lottery tickets will tell you just doesn't work.

At the same time we're expected to include all the 'bells and whistles'. To the extent that 'theme weeks' and other gubbins have taken (roughly) 10 (that's TEN) weeks out of the curriculum time.

I'm very glad to hear it, musicman, because all of that econo-edubabble sounds like a nightmare, encompassing all of my deepest fears about making children and education fit into spreadsheets, therefore needing to re-interpret all education and learning so that they can become numerical values, naturally ignoring or devaluing anything which can not be so expressed.
Do you have a chart of loveliness or happiness in your school? how do you know your statement about your school to be anything other than wishful thinking? if you know because you are a human being, then, just maybe, you could know something about children's learning because you are a teacher - without a chart to tell you what is going on?

The answer is not to think in terms of sub-levels, but in terms of average points scores (APS). Each sub level is equal to 2 points. Each child in KS1 is expected to make 4 points progress per year, and each child in KS2 3 points. Fine at KS1, because that is equal to 2 sub-levels. However, no child can make 3 points progress, because no child can make 1 1/2 sub-levels. However, averaged out across the class, your children at KS2 can make 3 APS (age-related progress), less than 3 APS (below age-related progress) or more than 3 APS (greater than age-related progress). L1C = 7 points, L1B = 9 points, L1A = 11 points, etc ad infinitum. So if one child moves 2 sub-levels or 4 points, and another just 1 sub-level or 2 points, the average is 3 ( (4+2)/2), and your class is broadly on track.

This may or may not help, but it is what I expect from my staff.

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Is that it? Your whole view of education boils down to some numbers?

JDMusicman said:

Anything above that I accept, anything below that and I am on their case,

Ours are expected to make about 2 sublevels per year. If their progress is below that average, I have to find an explanation of why that might be. If they only make one sublevel, but are ok for their end-of-year target, we are fine. Some might not achieve their targets, but make very good progress (not really fair on them, to sometimes have to catch up 4 to 6 sublevels in a year). That conversation does often include something similar to: "Well, KS1 data shows a level 3 in Year 2. Year 4 sent her up on a 3c and she's now on a 4c. Her Year 5 target is a 4b, though. She's still underachieving, but we are getting there."

I expect 2 sub levels per year
throughout the school. Children's attainment is very different from ability.
Every child is capable of attaining regardless of whether they are below, above
or at average ability.
<font size="1">If I can
make an average of 3 sub levels progress (with my level 2/3 year 6
mathematicians) between September and May then every year group should be able
to make this progress&hellip; </font>